Master-Apprentice Language Learning Program

The program was designed to be easily utilized by groups without extensive linguistic training, allowing communities to use the program on their own. It was also designed to align with the traditional learning style of California indigenous groups, which favours a one-on-one, voluntary learning environment, as opposed to the Western model of education that emphasizes competition among students and negative consequences for poor performance (i.e. poor grades). The need for a program like the MALLP was evident due to the resource- and people-heavy nature of school-based language revitalization programs, like those used among the Māori, Irish, Hawaiians, and Welsh. In addition, most of the parental generation of indigenous California communities no longer spoke their ancestral language, eliminating the possibility of revitalization through use of the language in the home. Because of these issues, the MALLP was developed with the aim of assisting young professionals in these communities, and current and future parents, to become proficient speakers of their language. ==Program==

The main goal of the MALLP is that the apprentice attains proficiency in their language over a few years, through the creation of mini-immersion settings within each team. • Teams should strive to communicate only in their language, and avoid English as much as possible. • Teams should use nonverbal communication to embed the language in actions, gestures, and expressions. • Masters should aim to teach their apprentices through the use of full sentences, and normal conversation. • Teams should strive to have all their real communication occur in their language, not just specific instructional periods. • It is important to recognize that language is part of culture, rather than being a separate entity from it. • Teams should focus on developing the apprentice's ability to speak and listen in their language, and think less about writing and grammatical analysis. • Teams should develop activities to complete together, to allow for more opportunities for diverse language use. • Whenever needed, audio and video recordings are encouraged to aid the apprentice. • The concept of active learning is critical to the apprentice's success. • It is important to be attentive to the needs of both members of the team. ==Adoption==

Since its creation, Mentor-Apprentice programs have been adopted by several other Indigenous language groups, including: • Aboriginal groups in Australia • the First Peoples' Cultural Council in British Columbia, • Michif revitalization program in Manitoba • in Alaska • in Northwest Territories • in Nunavut and Yukon • Mi'gmaw Language Mentor Apprentice Program • Complementary Aanaar Saami language education program in Finland ==References==